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M. Miftach Fakhri
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INDONESIA
Indonesian Technology and Education Journal
Published by Sakura Digital Nusantara
ISSN : 29858208     EISSN : 29858216     DOI : https://doi.org/10.61255/itej
Core Subject : Science, Education,
Computer Science & IT Education
This journal publishes research articles on various innovations in education and technology that are interesting and have an impact on the development of education and technology. The journal publishes articles on interdisciplinary content and cross-field dimensions related to technology development and the education environment. The journal includes, but is not limited to the following fields: Technology Machine Learning Cloud Computing Virtual and Augmented Reality Systems Human-Computer Interaction Emerging Technology Computer Vision Data Visualization Education Learning Analytics Innovative Pedagogies Educational Technology Computing Education Mobile Learning Social Media for Learning Out-of-School Applications
Arjuna Subject : Ilmu Komputer (semua kategori) - Ilmu Komputer (Lain-Lain)
Articles 83 Documents
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Teachers’ Perceptions of Principal Managerial Competence and School Infrastructure as Predictors of Work Motivation in a Vocational School Muhammad Nuh; Yuni Astuti
Indonesian Technology and Education Journal Vol 4 No 2 (2026): Agustus
Publisher : Sakura Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61255/itej.v4i2.1516

Abstract

Teacher work motivation plays an important role in sustaining instructional quality in vocational education, where teachers are expected to integrate theoretical instruction with practical and industry-oriented learning. This study examined the associations between teachers’ perceptions of principal managerial competence and school infrastructure and their self-reported work motivation in a public vocational high school in Indonesia. A quantitative associative, cross-sectional design was employed involving all 20 teachers through total sampling. Data were collected using pilot-tested and reliable Likert-scale questionnaires and analyzed using multiple linear regression, with Spearman rank-order correlation employed as a supplementary analysis because of non-normal data distributions. The findings showed that perceived principal managerial competence was positively and significantly associated with teacher work motivation, whereas perceived school infrastructure did not demonstrate a significant independent association after managerial competence was taken into account. Nevertheless, school infrastructure remained strongly associated with teacher motivation at the bivariate level. The overall regression model was statistically significant and explained 68.5% of the variance in teacher work motivation. These findings suggest that, within this school context, teachers’ perceptions of principal managerial competence were more strongly associated with work motivation than their perceptions of school infrastructure. The results highlight the potential importance of effective school management in supporting teacher motivation in vocational education while also indicating that infrastructure may operate in conjunction with broader managerial conditions rather than as an isolated factor. Given the small, single-school, cross-sectional sample and reliance on teacher-reported perceptions, the findings should be interpreted as exploratory and context-specific rather than causal or broadly generalizable.
Enhancing Descriptive Writing through Canva-Supported Think Talk Write: A Classroom Action Research Muhammad Iqbal; Agus Wartiningsih; Henny Sanulita; Antonius Totok Priyadi; Martono
Indonesian Technology and Education Journal Vol 4 No 2 (2026): Agustus
Publisher : Sakura Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61255/itej.v4i2.1590

Abstract

This study examined the integration of the Think Talk Write (TTW) model and Canva as a technology-supported instructional strategy for improving students’ descriptive writing and supporting their classroom engagement. A classroom action research design based on Lewin’s cyclical framework was implemented across two instructional cycles involving 31 seventh-grade students. Data were collected through descriptive writing assessments, classroom observations, instructional documentation, and informal conversations, and were analyzed using descriptive quantitative and qualitative approaches. The findings showed progressive improvement in students’ descriptive writing achievement across the intervention cycles. The proportion of students meeting the minimum mastery criterion increased from 32.25% at baseline to 61.29% in Cycle I and 93.54% in Cycle II, accompanied by a substantial increase in mean writing scores. Classroom observations also indicated greater participation in group discussion, increased willingness to express ideas, and greater independence in completing writing tasks as the intervention progressed. The findings suggest that sequencing individual thinking, collaborative discussion, and writing through TTW, followed by a Canva-supported publication activity and targeted individual guidance, can provide a supportive instructional environment for descriptive writing. Rather than demonstrating the independent causal effect of either TTW or Canva, this study contributes a classroom-based pedagogical model that integrates cooperative learning, digital publication, and individualized support within an iterative writing intervention. Further controlled studies across broader educational settings are needed to examine the effectiveness and generalizability of this integrated approach.
The Role of Civic Education in Building Media Ethics Among Students at STAI Natuna Muci Herliyanto; Abu Bakar; Vinni Helvionita
Indonesian Technology and Education Journal Vol 4 No 2 (2026): Agustus
Publisher : Sakura Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61255/itej.v4i2.1678

Abstract

The growing use of digital communication has increased the need for university students to develop responsible media behavior alongside digital competence, making Civic Education increasingly relevant to the formation of ethical digital citizenship. This study aimed to examine STAI Natuna students’ understanding of media ethics, identify how Civic Education values are implemented in shaping ethical behavior in digital media, and formulate an integrative model for strengthening media ethics within the institutional context. A qualitative field-study design was employed involving 15 purposively selected informants consisting of students, Civic Education lecturers, and academic leaders. Data were collected through semi-structured in-depth interviews, participant observation, and document analysis and were analyzed using the interactive model of Miles, Huberman, and Saldaña through data condensation, coding, thematic development, data display, and verification. The findings revealed a persistent knowledge-practice gap: students generally understood basic principles of responsible media use but did not always apply them consistently when facing peer pressure, unverified information, and socially sensitive digital interactions. Civic Education contributed to students’ ethical awareness, yet its implementation remained predominantly cognitive and was not systematically integrated into the OBE-oriented curriculum. The study consequently developed an integrative model combining civic and Islamic moral values, curriculum integration, contextual and case-based learning, moral courage, and institutional-social reinforcement. The study concludes that strengthening media ethics requires a systematic educational approach that connects ethical knowledge with reflective practice and supportive institutional environments.
Integration of Coding Education into Elementary School Curriculum: An Analysis Through a Systematic Literature Review (SLR) Rita Puspita Sri Dewi; Trimurtini
Indonesian Technology and Education Journal Vol 4 No 2 (2026): Agustus
Publisher : Sakura Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61255/itej.v4i2.1722

Abstract

The rapid advancement of digital technology has increased the need to equip elementary school students with computational thinking, creativity, problem-solving, and digital literacy skills. This study systematically analyzes the integration of coding education into the Indonesian elementary school curriculum, focusing on implementation models, instructional approaches, educational outcomes, and implementation challenges. A Systematic Literature Review (SLR) was conducted following PRISMA 2020 guidelines. Relevant peer-reviewed studies published between 2021 and 2025 were identified through database searches, screened using predetermined eligibility criteria, critically appraised using appropriate CASP checklists, and synthesized thematically. Twelve studies met the inclusion criteria. The findings show that coding education has been implemented through subject-based, thematic, project-based, and extracurricular models using both plugged and unplugged approaches. Frequently used platforms and strategies included Scratch, Scratch Jr, Code.org, game-based learning, logic games, simulations, algorithmic activities, and contextual projects. Across the reviewed studies, coding education was associated with improvements in computational and algorithmic thinking, creativity, problem-solving, digital competence, collaboration, motivation, confidence, and student engagement. However, implementation remains constrained by teacher readiness, limited infrastructure, insufficient instructional resources, and variations in school conditions. The evidence also indicates that unplugged activities offer a practical alternative for schools with limited access to technology. Overall, coding integration has strong potential to support future-ready competencies in elementary education, provided that implementation is accompanied by teacher professional development, contextual learning materials, flexible pedagogical approaches, and equitable access to supporting infrastructure.
Principal Leadership Strategies in Enhancing The Digital Literacy Competence of Teachers and Education Personnel in Rokan Hulu Fadri Rahman; Nurtanio Agus Purwanto
Indonesian Technology and Education Journal Vol 4 No 2 (2026): Agustus
Publisher : Sakura Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61255/itej.v4i2.1725

Abstract

Digital transformation in education requires school principals to move beyond administrative leadership and actively shape the digital capacity and work practices of teachers and education personnel. However, empirical evidence remains limited regarding how such leadership strategies are implemented in resource-constrained regional schools and whether similar strategic patterns emerge across schools with different organizational scales. This study examined principal leadership strategies for strengthening digital literacy among teachers and education personnel in two reference digital public junior secondary schools in Rokan Hulu Regency, Indonesia. A descriptive qualitative multiple-case study design was employed involving eight purposively selected informants comprising two principals, four teachers, and two education personnel. Data were collected through semi-structured interviews, non-participant observations, and document analysis and were analyzed using within-case and cross-case procedures based on the interactive model of data condensation, data display, and conclusion drawing, with source and method triangulation used to strengthen credibility. The findings identified four interrelated leadership strategies: mapping digital needs and competencies, applying gradual and adaptive capacity-building approaches, optimizing internal and district-level resources, and developing a sustainable digital work culture. These strategies were implemented through internal training, peer mentoring, supervision-based monitoring, and integration of digital-literacy initiatives into routine school management. Across both cases, principal leadership was the most consistently emphasized supporting factor, whereas disparities in digital skills and limited professional-development time represented the most prominent barriers. The findings extend transformational and distributed leadership perspectives by showing how adaptive and shared leadership practices can support school digitalization across institutions with different resource scales. Nevertheless, because digital competence was not directly measured, the findings should be interpreted as evidence of perceived and observed implementation rather than verified competence improvement.
Examining the Relationship Between AI Chatbot Use Frequency and English Speaking Skills among the 2023 Cohort of English Education Students at UIN Datokarama Palu Linda; Nur Asmawati; Ma'rifah Nurmala; Zul Aini Rengur
Indonesian Technology and Education Journal Vol 4 No 2 (2026): Agustus
Publisher : Sakura Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The rapid adoption of artificial intelligence (AI) chatbots in English language learning has created new opportunities for autonomous speaking practice; however, empirical evidence regarding whether the frequency of AI chatbot use is associated with learners’ speaking skills remains limited. This study aimed to examine the relationship between AI chatbot use frequency and the English speaking skills of the 2023 cohort students in the English Language Education Program at UIN Datokarama Palu. A quantitative correlational design was employed involving 15 students selected through purposive sampling based on predetermined inclusion criteria. Data were collected using a validated questionnaire to measure AI chatbot use frequency and a speaking test assessing two indicators, namely fluency and pronunciation. The data were analyzed using descriptive statistics, the Shapiro–Wilk normality test, the linearity test, and the Pearson Product Moment correlation test with the assistance of IBM SPSS. The findings indicated that the participants demonstrated relatively high AI chatbot use frequency and fairly good English speaking skills. However, the Pearson Product Moment correlation analysis revealed no statistically significant relationship between AI chatbot use frequency and English speaking skills (r = 0.010, p = 0.972). These findings suggest that frequent AI chatbot use alone does not necessarily improve students’ fluency and pronunciation. Therefore, AI chatbots should be integrated with structured pedagogical strategies and meaningful communicative activities to optimize their contribution to English speaking development in higher education.
Integrating Process and Product Assessment in Automotive Painting Practicum Muh. Bhilal Halim; Muhammad Iskandar Musa; Nuzuluddin Hamid; Nur Fadli; Muhammad Iksan
Indonesian Technology and Education Journal Vol 4 No 2 (2026): Agustus
Publisher : Sakura Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61255/itej.v4i2.1781

Abstract

This study evaluated the implementation of a structured performance assessment rubric in an automotive painting practicum, examining both practical process skills and final panel product quality. A descriptive evaluative method with a quantitative approach was employed. The research subjects were 21 students enrolled in the Painting Technology course during the even semester of the 2025/2026 academic year at the Automotive Engineering Education Study Program, Faculty of Engineering, Universitas Negeri Makassar. Data collection techniques included observation, documentation, and product assessment using a 16-indicator structured rubric with a 4-point rating scale. The process performance assessment results showed achievement percentages of 88.8% for panel preparation, 77.5% for base coat, 69.4% for clear coat, and 86.3% for finishing, with an overall process performance of 80.5% (Good category). The product quality assessment revealed an overall product quality score of 72.5% (Fair category), with the most dominant painting defects being dust nibs (52.4%) and orange peel (47.6%). The inter-rater reliability coefficient (Cohen's Kappa = 0.82) indicated strong consistency in the assessment process. This study provides preliminary course-level evidence that a structured rubric can effectively distinguish between process performance and product quality assessment in an automotive painting practicum. The findings highlight clear coat application as the primary area requiring instructional improvement within the Outcome-Based Education framework. A CPMK-Rubric alignment matrix is presented to support OBE implementation.
Implementation of Teaching Factory in Mathematics Learning: A Qualitative Survey of Students' Trigonometric Concept Understanding and Building Construction Reasoning Literacy Arki Liunima; Bambang Wijonarko; Alberta Dini Catur Wibudiarty; Atikah; Sohmiyati Lingga; Arfatin Nurrahmah
Indonesian Technology and Education Journal Vol 4 No 2 (2026): Agustus
Publisher : Sakura Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Mathematics instruction in the Building Modeling and Information Design program requires students not only to master trigonometric concepts but also to develop reasoning literacy for interpreting building construction models within authentic vocational contexts. However, many vocational high school students continue to experience difficulties in connecting abstract trigonometric concepts with practical construction tasks. Although previous studies have investigated trigonometric conceptual understanding and Teaching Factory implementation, limited research has examined the integration of trigonometric conceptual understanding and building construction reasoning literacy within Teaching Factory-based mathematics learning. This study aimed to examine students' trigonometric conceptual understanding and their reasoning literacy regarding building construction models during the implementation of Teaching Factory-based mathematics learning. A descriptive qualitative survey design was employed involving 40 tenth-grade students enrolled in the Building Modeling and Information Design program. Data were collected through a trigonometric concept understanding test, a building construction reasoning literacy questionnaire, and semi-structured interviews, and were analyzed using descriptive qualitative techniques. The findings revealed that 45% of the students demonstrated a moderate level of trigonometric conceptual understanding, 40% achieved a high level, and 15% were classified in the low category. Similarly, the majority of students exhibited a moderate level of reasoning literacy regarding building construction models, indicating that conceptual understanding and reasoning literacy developed at varying levels within the Teaching Factory learning environment. These findings demonstrate that Teaching Factory-based mathematics learning provides a meaningful vocational context for strengthening the relationship between trigonometric conceptual understanding and reasoning literacy, thereby supporting the application of mathematics in authentic building construction tasks.
Creative Thinking Profiles of Fifth-Grade Students in Solving Least Common Multiple Word Problems: A Cognitive Style Perspective Akram Maulana; Bakri M; Alfisyahra; Muh. Fachri B. Paloloang
Indonesian Technology and Education Journal Vol 4 No 2 (2026): Agustus
Publisher : Sakura Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61255/itej.v4i2.1951

Abstract

This study describes the creative thinking profiles of fifth-grade students solving least common multiple (LCM) word problems from the perspective of field-independent (FI) and field-dependent (FD) cognitive styles. A descriptive qualitative design was used at SD Al-Azhar Mandiri Palu, Indonesia. Twenty-two students completed the Group Embedded Figure Test (GEFT), resulting in 18 FI and 4 FD classifications. One high-performing and communicative student from each category was purposively selected as a focal participant. Data were obtained from two equivalent LCM written tasks and semi-structured interviews, with consistency examined through time triangulation. Analysis followed data condensation, data display, and conclusion drawing/verification using the four indicators of fluency, flexibility, originality, and elaboration. The FI participant, AAR, used two relevant conventional strategies, listing multiples and prime factorization, and explained the solution in detail. AAR therefore met fluency, flexibility, and elaboration and was classified at Level 3 (creative). The FD participant, AKW, used one conventional listing-multiples strategy and explained it in detail, meeting elaboration only and corresponding to Level 1 (less creative). Within these two focal cases, the main difference concerned the breadth and variation of strategy use rather than answer correctness.
Learning Outcomes Following Assemblr EDU-Based Augmented Reality Instruction on the Human Respiratory System Murti Handayani; Nurhayani H. Muhiddin; Rifda Nurhikmawati Arif
Indonesian Technology and Education Journal Vol 4 No 2 (2026): Agustus
Publisher : Sakura Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61255/itej.v4i2.1610

Abstract

The human respiratory system involves complex anatomical structures and physiological processes that are difficult to observe directly, creating challenges for students in developing conceptual understanding. This study aimed to describe changes in middle school students’ learning outcomes following instruction supported by Assemblr EDU-based augmented reality on the human respiratory system. A quantitative pre-experimental approach with a one-group pretest–posttest design was employed. Participants were selected through purposive sampling, and learning outcomes were assessed using a multiple-choice achievement test covering remembering, understanding, applying, and analyzing cognitive processes. The data were analyzed descriptively by comparing pretest and posttest performance and evaluating normalized learning gains. The findings showed that students achieved substantially higher learning outcomes after participating in augmented reality-supported instruction, with overall learning gains categorized as high. Improvements were also observed across all cognitive-process categories, although differences among these categories should be interpreted cautiously because of unequal item distribution. These findings indicate that Assemblr EDU can serve as a useful three-dimensional representational resource for supporting the learning of internal anatomical structures when integrated with appropriate explanations and cognitive learning activities. However, because the study did not include a comparison group or inferential analysis, the findings should be interpreted as preliminary evidence of learning changes rather than causal evidence of instructional effectiveness.

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